https://jslhr.pubs.asha.org/article.aspx?articleid=2673599Bilingualism and Procedural Learning in Typically Developing Children and Children With Language ImpairmentPurpose The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method We examined procedural learning in monolingual and bilingual school-aged children (ages 8–12 years) with and without SLI. The ...2018-03-15T00:00:00Research ArticleJisook Park

Research Article | March 15, 2018

Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment

David A. Rosenbaum is now also with the Department of Psychology, University of California, Riverside. Teenu Sanjeevan is now with Holland Bloorview Kids Rehabilitation Hospital, Canada. Elina Mainela-Arnold is now also with the Department of Speech and Language Pathology, University of Turku, Finland.

David A. Rosenbaum is now also with the Department of Psychology, University of California, Riverside. Teenu Sanjeevan is now with Holland Bloorview Kids Rehabilitation Hospital, Canada. Elina Mainela-Arnold is now also with the Department of Speech and Language Pathology, University of Turku, Finland.×

PurposeThe aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI).

MethodWe examined procedural learning in monolingual and bilingual school-aged children (ages 8–12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task.

ConclusionProcedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.

Acknowledgments

This research was supported by the University of Toronto Connaught Fund and Penn State Social Science Research Institute to Elina Mainela-Arnold and Carol A. Miller P.Is., respectively. The authors thank Asmait Abraha, Serena Appalsamy, Nicole Lynn Berkoski, Kaitlyn Shay Bradley, Lean Michaeleen Byers, Kallie Hartman, Boey Ho, Dave Hou, Gina Kane, Jean Kim, Brittany Komora, Kayla Perlmutter, Jennifer Tuttle, and Haley Williams for their assistance with data collection and scoring. Most of all, the authors are grateful to the Toronto District School Board and the children and families who participated.

Subscribe to view more

For full access to this article, log in to an existing user account, purchase an annual subscription, or purchase a short-term subscription.